EducationalInterpreter

ResourcesToolkit

Interpreter

The Educational Interpreter Resources Toolkit, which has been pre-pared by the 2007 - 2009 Educational Interpreting Committee (EIC), servesas an excellent resource tool to assist educational interpreters in the workthey do.

This Resources Toolkit may serve as your ‘Home Base’ in discoveringtools that can assist you in getting valuable information for the work you doserving students in the educational setting, K-12.

“If communication goes awry, it affects theintellectual growth, social intercourse, lan-guage development and emotional atti-tudes, all at once, simultaneously andinseparably.”

- Oliver Sacks, author, Seeing Voices

Educational Interpreter ResourcesToolkit

© Copyright 2009 Registry of Interpreters for the Deaf, Inc.. Written and compiled bythe Educational Interpreting Committee, 2007-2009.

ContentsSection I: Laws & Policy Supporting Deaf Education

page 1

Section II: Database & Tools for Finding Additional Resources

page 3

Section III: Organizations

page 4

Section IV: Books, Journals & Articles of Interest

page 6

Section V: State Specific Educational Interpreting Guidelines

page 8

Section VI: Resources to Share with School Personnel

page 9

Section VII: Resources to Share with Students & Parents

page 10

Section VIII: RID Resources

page 11

Section I:

Laws & Policy Supporting Deaf Education

Because the The Individuals with Disabilities Education Act(IDEA) is a federal law, can I expect my knowledge of thislaw to be applicable no matter which school district I work?

As a working educational interpreter, what are some of theresources I need to have at the ready to best participate inthe education of the students I serve?

What information about the laws will I need to fully under-stand to best serve my district and its community of studentsand educators?

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Interpreters, school personnel, families and students often struggle to acquire a basicworking understanding of the legal and administrative parameters in place at any giventime. These laws and policies are designed, and sometimes re-designed, to ensure studentsreceive an education that meets their needs while attending school as well as when theytransition as employees and citizens into the community. The resources here are a place tobegin building not only your working knowledge of the laws and administrative policies butalso the critical relationship they have to educational interpreting; that all important ‘relatedservice’ in a student’s Individualized Education Plan (IEP).

The Individuals with Disabilities Education Act (IDEA) was passed in the mid-1970s man-dating programs of special education in public schools.

“The purposes of this title are…(1)(A) to ensure that all children with disabilities have available to them a free and

appropriate public education (FAPE) that emphasizes special education and related servic-es designed to meet their unique needs and prepare them for further education, employ-ment and independent living.”

School personnel, families and students should have a basic working knowledge ofthe law and the processes involved in ensuring students receive an appropriate education.The more you know, the better prepared you will be to be meaningfully involved in a stu-dent’s education.

Section I: (continued)

Laws & Policy Supporting Deaf Education

RESOURCES

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IDEA Resources:http://idea.ed.gov/explore/homeThis site was created to provide a "one-stop shop" for resources related to IDEA and its implementingregulations, released on August 3, 2006. It is a "living" Web site and will change and grow as resourcesand information become available.

PEPNet:http://pdcorder.pepnet.org/order/download_result.aspxProvides projects that you can add to your packets; best part someone else did all the work. Most ofthese resources you can download or copy to your documents for free.

ADA Guidelineswww.access-borar.gov/adaag/html/adaag.html

504 Related Web siteswww.ed.gov/ocr/regs/34cf4104.htmlwww.dol.gov/dol/oasam/public/regs/statues/sec504.htmlwww.os.dhhs.gov/ocr/504.html

FERPA Web sitewww.ed.gov/offices/OM/fpco/ferpa1.html

Comparison of Section 504 and IDEA:www.Idonline.org/id_indepth/legal_legislative/edlaw504.html

Comparison of IDEA, ADA and Section 504:http://www.dredf.org/advocacy/comparison.html

Regulations Enforces by the Office For Civil Rightshttp://www.ed.gov/policy/rights/reg/ocr/index.html

Sec. 662(c)(2)(E)http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CD%2C662%2Cc%2C2%2CE%2C Preparing personnel to be qualified educational interpreters, to assist children with low incidence dis-abilities, particularly deaf and hard of hearing children in school and school related activities, anddeaf and hard of hearing infants and toddlers and preschool children in early intervention and pre-school programs.

The National Agenda: Moving Forward on Achieving Educational Equality for Deaf and Hardof Hearing Studentshttp://ceasd.org/agenda/Goals for improving the quality and nature of educational services for deaf and hard-of-hearing stu-dents developed by a collaboration of professionals, parents and consumers.

Frequently asked questions:http://www.wrightslaw.com/law/osep/faqs.idea.assessment.htm

Section II:

Database & Tools for Finding Additional Resources

Search engines and databases often harbor a wealth ofinformation. Where can I search for more detailed informa-tion specific to a situation in which I find myself?

Are there Internet sites and other tools where I might findvolumes of topics related to questions and challenges I willexperience as an educational interpreter?

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As a member of the educational team, it is not as critical that educational interpreters‘know-all’ as it is that we know where to look for the information we or others need. Whenwe are able to familiarize ourselves with the specific resources where unique data, research,media, etc is collected, our contribution as an individual team member as well as our col-laboration with students, teachers and colleagues can increase in both volume and effec-tiveness. Begin with the resources below: become familiar with where they are and whatthey hold as well as how to best navigate each in search of the information you seek.

RESOURCES

Education Resources Information Center (ERIC)http://eric.ed.gov/ERIC is an online digital library of education research and information. ERIC is sponsored by theInstitute of Education Sciences (IES) of the U.S. Department of Education. ERIC provides ready accessto education literature to support the use of educational research and information to improve prac-tice in learning, teaching, educational decision-making, and research.

DeafWeb Nethttp://www.deafweb.orgSearch engine at DeafEd.net to find Deafness-related information across the internet

Described and Captioned Media Programwww.dcmp.orgThere is a free service for students who are deaf, hard of hearing or deaf-blind. The Described andCaptioned Media Program is funded by the U.S. Department of Education to provide free-loan cap-tioned educational media for use by school personnel (grades K–12) and families.

National Clearinghouse of Rehabilitation Training Materialshttp://ncrtm.org/NCRTM is a centralized resource for training materials; manuals, videos and other low-cost materialsare available.

The Interpreters Tapestry http://www.natureofascension.org/TerpTap/index.html

PepNet Training Powerpoint Presentationhttp://www.pepnet.org/training/train070615/EdTerp_6_15_07.pps

Section III:

Organizations

What organizations can help me with the work that I amdoing in educational interpreting?

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There are many organizations that directly or indirectly support the work of education-al interpreters. Almost every Web site has a ‘links’ page that can take you further on to otherorganizations that might be of benefit.

RESOURCES

American Association of the Deaf-Blind (AADB)http://www.aadb.orgNational consumer organization of, by and for Americans with a combined hearing and vision loss.

American Society for Deaf Children (ASDC) http://www.deafchildren.orgNational organization providing support, encouragement and information to families raising childrenwho are deaf or hard-of-hearing.

Classroom Interpretinghttp://www.classroominterpreting.orgDesigned to help educational teams in K – 12 settings support deaf and hard of hearing studentswho use educational interpreters to access education and social interaction. Other serviceproviders, such as speech pathologists, social workers and deaf educators, may find useful informa-tion on this site.

Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) http://www.ceasd.orgNational association of schools and educational programs involved with the education of deaf andhard of hearing individuals.

Council of American Instructors of the Deaf (CAID)http://www.caid.orgNational organization for teachers, administrators, educational interpreters, residential personnel andother concerned professionals involved in education of the deaf.

DeafEd.nethttp://www.deafed.net/Resources for teachers in Deaf education, including a calendar of workshops and conferences, jobpostings in Deaf education and a comprehensive listing of Deaf education preparatory programs inthe U.S. and Canada.

Gallaudet Research Institute (GRI)http://gri.gallaudet.edu/Demographic and academic data on deaf and hard-of-hearing students for educators.

Section III: (continued)

Organizations

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RESOURCES

Hands & Voiceshttp://www.handsandvoices.org/Hands & Voices is a nationwide non-profit organization dedicated to supporting families and theirchildren who are deaf or hard of hearing, as well as the professionals who serve them.

InfoToGo at the Laurent Clerc National Deaf Education Centerhttp://clerccenter.gallaudet.edu/x17217.xmlCentralized source of information on topics dealing with deafness and hearing loss in young peopleless than 21 years of age.

Kids World Deaf Net (KWDN)http://clerccenter2.gallaudet.edu/KidsWorldDeafNEt/e-docs/index.htmlNational communication network for parents and professionals involved in the education of deafand hard of hearing children.

National Association of the Deaf (NAD)http://www.nad.org/site/pp.asp?c=foINKQMBF&b=91587Advocacy organization of deaf individuals safeguarding the accessibility and civil rights of deaf andhard-of-hearing Americans.

National Deaf Education Project (NDEP)http://www.ndepnow.org/National reform effort to work toward the development of a quality communication and language-driven educational delivery system for students who are deaf or hard of hearing.

Office of Special Education Programs (OSERS/OSEP)http://www.ed.gov/about/offices/list/osers/osep/index.htmlOSEP is dedicated to improving results for infants, toddlers, children and youth with disabilities agesbirth through 21 by providing leadership and financial support to assist states and local districts.Research articles, policy and publications.

PEPNethttp://www.PEPNet.orgTip sheets, fact sheets and many other resources

Registry of Interpreters for the Deafhttp://www.rid.orgIt is the mission of RID to provide international, national, regional, state and local forums and an orga-nizational structure for the continued growth and development of the profession of interpretationand transliteration of American Sign Language and English.

Section IV:

Books, Journals & Articles of Interest

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RESOURCES

ARTICLES

RID standard practice paper: Interpreting in Educational Settings K-12http://www.rid.org/UserFiles/File/pdfs/124.pdf

“Look Who's Being Left Behind: Educational Interpreters and Access to Education for Deaf and Hard-of-Hearing Students”(Brenda Schick) http://jdsde.oxfordjournals.org/cgi/content/full/11/1/3

“Considering Placement and Educational Approaches for Students who are Deaf and Hard ofHearing”(Barbara Casson Fiedler)

“Cognition in the Classroom: The Academic and Social Implications an Interview with Dr. BrendaSchick”

“Meeting the Needs of Students Who Are Deaf or Hard of Hearing, Educational Services Guidelines”(National Association of State Directors of Special Education, Inc.)

“Educational Interpreting: Access and Outcome” (Marc Marschark)https://ritdml.rit.edu/dspace/bitstream/1850/254/1/MMarscharkChapter.pdf

BOOKS

Best Practices in Educational Interpreting(Brenda Chafin Seal)

Educational Interpreting: How It Can Succeed(Elizabeth A. Winston, Editor)

JOURNALS

Educational Interpreting: A Collection of Articles from VIEWS, 1996-2000. RID Press.

Odyssey: Laurent Clerc National Deaf Ed Center

Section IV: (continued)

Books, Journals & Articles of Interest

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RESOURCES

PUBLICATIONS

Educational Interpreting for Deaf Students: Report of the National Task Force on EducationalInterpreting.Rochester Institute of Technology

National Association of State Directors of Special Education (NASDSE) Deaf Education Initiative http://www.nasdse.org/Projects/DeafEducationInitiative/tabid/412/Default.aspx

EIPA Guidelines of Professional Conduct for Educational Interpreters(Brenda Schick, Ph.D.)http://www.nde.state.ne.us/SPED/schsupport/interp.pdf

Interpreting: NETAC Teacher Tip Sheet http://www.netac.rit.edu/downloads/TPSHT_Interpreting.pdf

Outcomes for graduates of baccalaureate interpreter preparation programs specializing in interpret-ing in K-12th grade settingshttps://ritdml.rit.edu/dspace/bitstream/1850/5383/7/CPatrieProject01-2008.pdf

Entry-to-Practice Competencieshttp://www.unco.edu/doit/Competencies_brochure_handout.pdfA Project of the National Distance Learning Center for Interpreter Education

Educational Interpreter regulations by statehttp://www.unco.edu/doit State standards for educational interpretersUniversity of Northern Colorado – Distance Opportunities for Interpreter Training Center

Section V:

State-Specific Educational Interpreting Guidelines

Does my state have specific certifications or qualificationsestablished which sign language interpreters must demon-strate to work in a school setting? Which states requirelicensing to work as an educational interpreter? Is my dis-trict expected to follow certain guidelines to assure theappropriate use of my services as a sign language inter-preter?

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Every state is required to document the qualifications required of staff who work intheir public schools. As you might guess, requirements, guidelines and supports for educa-tional interpreters will vary from state to state.Your state may have a licensure required ofworking educational interpreters or perhaps simply guidelines for districts to follow in the hir-ing and supervision of interpreters working in their districts.Your state department of educa-tion is a good place to begin your search. Identifying and contacting the individual at yourstate department of education who is responsible for the education of deaf and hard ofhearing students could be the first step to locating the K-12 resources and parameters inyour state.

Educational interpreter state guidelines are available via internet search: “state nameeducational interpreter guidelines. Below is a sampling of some of the State Guidelinesavailable.

RESOURCES

Colorado: http://www.cde.state.co.us/cdesped/download/pdf/dhh_Interpreter_Hankdbook.pdf

Nebraska: http://www.nde.state.ne.us/SPED/schsupport/interp.pdf

Educational Interpreter regulations by state- State standards for educational interpreters http://www.unco.edu/doitUniversity of Northern Colorado – Distance Opportunities for Interpreter Training Center

Names of jobs that typically handle such issues at the state level: Sampling of states: http://www.boardofed.idaho.gov/DeafEd/index.asp,http://www.oregon.gov/DHS/odhhs/links.shtml

Section VI:

Resources to Share with School Personnel

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This section includes resources directed at general education and special educationpersonnel.

RESOURCES

Certification information and EIPA information: Information about RID-EIPA agreementhttp://www.rid.org/content/index.cfm/AID/131

State mandates regarding EIPA scores:http://www.classroominterpreting.org/EIPA/performance/index.asp, http://www.classroominterpreting.org/Interpreters/index.asp,http://www.classroominterpreting.org/EIPA/prehire/index.asp

RID Educational Interpreting Committee http://www.rid.org/aboutRID/leadership/index.cfm/AID/128

Sample letters interpreters can write administrations to request professional training:http://www.rid.org/UserFiles/File/pdfs/2009_Conference/EmployerLetter.pdf

A few sample letters to share with teachers and parents at the beginning of the school year intro-ducing yourself and your role.

Articles related to ethics in the education realm: Encounters With Reality: 1001 Interpreter Scenariosby Brenda Cartwright

VIEWS articles: Educational Interpreting: A Collection of Articles From VIEWS by various authors

Team interpreting for administrator and teachers - facts and tips:http://www.rid.org/UserFiles/File/pdfs/Standard_Practice_Papers/Drafts_June_2006/Team_Interpreting_SPP.pdf

Mentoring information:http://www.rid.org/UserFiles/File/pdfs/Standard_Practice_Papers/Drafts_June_2006/Mentoring_SPP.pdf

Repetitive Strain Injuries:http://www.rid.org/UserFiles/File/pdfs/Standard_Practice_Papers/Drafts_June_2006/Self-Care_SPP.pdf

Mandatory Reporting: http://www.smith-lawfirm.com/mandatory_reporting.htm

Section VII:

Resources to Share with Students & Parents

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Successful Student Achievement is directly related to parental involvement. In orderfor parents to be involved, they must have access to good information and resources tomake informed decisions on behalf of their child. Students must have the knowledge, skills,self-advocacy and understanding in order to utilize educational interpreting services effec-tively. This section includes resources directed at students and parents.

RESOURCES

Hands & Voices: http://www.handsandvoices.org/Hands & Voices is a nationwide non-profit organization dedicated to supporting families and theirchildren who are deaf or hard of hearing, as well as the professionals who serve them. A parent-driv-en, parent/professional collaborative group that is unbiased toward communication modes andmethods. The diverse membership includes those who are deaf, hard of hearing and hard of hearingand their families who communicate orally, with signs, cue and/or combined methods.

Classroom Interpretinghttp://www.classroominterpreting.orgSection specifically for parents and students

PepNet http://www.pepnet.org/newsletter/2008_spring/Resource on student transition: Helping students learn more about themselves, their career goals andthe skills they need to be successful in postsecondary settings or work.

Deaf Students Education Serviceshttp://www.ed.gov/about/offices/list/ocr/docs/hq9806.html

Laurent Clerc National Deaf Education Center: Gallaudet Universityhttp://clerccenter.gallaudet.edu/The Laurent Clerc National Deaf Education Center at Gallaudet University provides information, train-ing and technical assistance for parents and professionals to meet the needs of children who aredeaf or hard of hearing. Their mission is to improve the quality of education afforded to deaf andhard of hearing students from birth to age 21 throughout the United States.

Educating Deaf Students: From Research to Practice Marc Marschark, Harry G. Lang, John A. Albertini

“Toward extending the Educational Interpreter Performance Assessment to Cued Speech.”Journal of Deaf Studies and Deaf Education.Krause, J. Kegl, J. & Schick, B.

Schick, B., de Villiers, P., de Villiers, J., & Hoffmeister, R. (2007) Language and theory of mind: A studyof deaf children. Child Development, 78, 376-396.

This article asks and answers the question from a parent: "My child is deaf and low functioning. HerIEP Team wants to use an interpreter as her teacher. I think she needs to be taught by a teacher. Canyou help?" http://www.wrightslaw.com/heath/tchr.interpreter.htm

Section VIII:

RID Resources

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It is the mission of RID to provide international, national, regional, state and localforums and an organizational structure for the continued growth and development of theprofession of interpretation and transliteration of American Sign Language and English. Thissection includes resources currently on the RID Web site, including EIPA and its relationship toRID.

RESOURCES

For Educational Interpreters Web page:http://www.rid.org/aboutRID/initiatives/index.cfm/AID/131

Educational Interpreting ED:K-12 Standard Practice Paper:http://www.rid.org/UserFiles/File/pdfs/124.pdf

Educational Interpreting Committee Another means to assist RID in addressing the needs of the educational interpreter was the creationof the Educational Interpreting Committee. The EIC, which was established in August 2006, takes afocused look at the needs of educational interpreters and how RID can work to incorporate thoseneeds with those of the profession as a whole. The committee assists the board of directors in identi-fying and promoting best practices in the field of educational interpreting in order to advocate forhighly qualified practitioners for students who are deaf and hard of hearing.

Contacts for the EIC 2007-2009http://www.rid.org/aboutRID/leadership/index.cfm/AID/128Committee Chair: Susan BrownBoard of Directors Liaison: Angela Jones National Office Liaisons: Sarah Fieldhouse

Current committee members: Pam Brodie Susan Brown Janet DesGeorges Carol SchweitzerDonna Snyder